“Shifting Paradigms in Education: A Critical Analysis of Emerging Pedagogical Trends after the National Education Policy”

Abstract

Education is fundamentally intended to prepare individuals for life by equipping them with the physical, intellectual, emotional and moral capacities necessary to confront life’s challenges with confidence, informed judgment, resilience and an expanded worldview. Beyond the mere transmission of knowledge, the central purpose of education lies in enabling individuals to lead meaningful, productive and socially responsible lives. However, one of the most pressing concerns confronting contemporary education systems is the persistent disparity in educational quality, which often mirrors broader socio-economic inequalities and restricts equitable access to learning opportunities. In this context, the introduction of the National Education Policy 2020 (NEP 2020) has marked a significant turning point in India’s educational landscape. The policy envisions a learner-centric, flexible, multidisciplinary and technology-enabled pedagogical framework that consciously moves away from rote memorization toward critical thinking, creativity, problem-solving and lifelong learning (Gandhi, 2023, pp. 3–5). This study undertakes a critical analysis of emerging pedagogical trends in the post-NEP era, examining how structural reforms such as the 5+3+3+4 curricular model, the integration of inquiry-based and experiential learning approaches and the expanding use of digital technologies are reshaping student engagement, teaching practices and institutional structures. Furthermore, the study explores the alignment of NEP’s pedagogical vision with teacher professional development, inclusive and multilingual pedagogy, competency-based assessment reforms and holistic evaluation systems, while also identifying the persistent challenges involved in translating policy objectives into effective classroom practices (Bhoi & Patra, 2023, pp. 10–12). Through a qualitative synthesis of existing literature, policy documents and empirical studies, the research identifies key enablers and constraints influencing the transformation of learning environments in India. These include systemic and infrastructural limitations, uneven digital readiness, institutional capacity and varying levels of teacher preparedness. The findings suggest that while NEP 2020 provides a bold and progressive roadmap for pedagogical innovation, its successful implementation depends upon sustained capacity building, contextual responsiveness, continuous institutional support and rigorous monitoring mechanisms. The study concludes by offering strategic recommendations for policymakers, educators and institutional stakeholders to facilitate a more equitable, context-sensitive and sustainable transformation of pedagogy in Indian schools and higher education institutions.